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                <text>Institutional perspective of drivers influencing the adoption of blended learning in higher education: The case of Ghana Technology University College</text>
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                <text>Higher education institutions are embracing blended learning (BL) as the new paradigm for their teaching and learning delivery. Research into the forces or drivers informing higher education institutions (HEIs) into adopting this new teaching and learning delivery innovation remains largely under research. This paper therefore investigates the forces or drivers influencing HEIs into adopting BL. The researcher applies a grounded theory methodology by interviewing fifteen management members from the Ghana Technology University College (GTUC). The data was analysed using the constant comparative method and the findings discussed through the lenses of Rogers theory of innovation diffusion which is widely used to interpret how technologies are diffused from a limited to a widespread application on organizational practices. The outcome of this empirical research provides a set of drivers influencing the …</text>
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                <text>Institutional Strategies and Graduate Employability Development Skills of Business Students: The Mediating Role of Graduate Capital Forms</text>
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                <text>This study aims to assess the effect of institutional strategies on the development of employability skills, mediated by graduate capital forms among business education students in some selected public and transnational universities in Ghana. Institutional theory underpinned this study. The institutional strategy constructs of curriculum design, extracurricular activities, workintegrated learning, internship and job placement, university engagement with industries, career centers, and student engagement with employability development opportunities predicted the dependent variable graduate employability with the mediating variables. On a sample of 1280 survey participants, structural equation modelling was used. The findings showed that all of the constructs included in institutional strategies had a favourable, significant impact on the growth of graduate employability abilities. The development of social, cultural, and psychological capital forms under the mediating variable was supported to have an indirect influence or partial mediation between institutional tactics and the development of graduate employability abilities. The findings recommend public universities should be more proactive in promoting the employability agenda by assisting students in building their employability skills in a digitalized world. Again, regulators and decision-makers like the Ministry of Education (MoE) and the Ghana Tertiary Education Commission (GTEC) should reconsider making the development of employability skills in the academic fields of undergraduate education that reflect and merit the rapidly changing skill requirements of contemporary and digitalised work …</text>
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                <text>This study used aspects of the Technology Acceptance Model (TAM) to predict instructor acceptance and adoption of a tablet computer for mobile learning in a Ghanaian University. Following the distribution of a customized tablet PC (known as Campus Companion) to all instructors of the institution, and an expectation that they will use these devices to support and facilitate mobile learning, data on instructor perceptions, attitudes, and behavioral intention to use the technology were gathered and analyzed. Thirty-eight (38) instructors participated in the study. Findings show that instructors’ intentions to use the tablet PC for mobile learning are very low, and are significantly influenced by their perceived usefulness, perceived ease of use and attitude towards the device. Implications of these findings for practice and further research are discussed within the context of the adoption of m-learning within the Ghanaian higher education context in particular and the developing world in general.</text>
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                <text>This study used aspects of the Technology Acceptance Model (TAM) to predict instructor acceptance and adoption of a tablet computer for mobile learning in a Ghanaian University. Following the distribution of a customized tablet PC (known as Campus Companion) to all instructors of the institution, and an expectation that they will use these devices to support and facilitate mobile learning, data on instructor perceptions, attitudes, and behavioral intention to use the technology were gathered and analyzed. Thirty-eight (38) instructors participated in the study. Findings show that instructors' intentions to use the tablet PC for mobile learning are very low, and are significantly influenced by their perceived usefulness, perceived ease of use and attitude towards the device. Implications of these findings for practice and further research are discussed within the context of the adoption of m-learning within the Ghanaian …</text>
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